Clinical instruction has numerous difficulties considered potential issues and deficiencies which may go about as a hindrance toward accomplishing a decent situation for clinical educating. These boundaries can be separated into two sections; some are identified with the clinical educators while the others are identified with the understudies. Likewise, referenced that various issues in nursing instruction including issues identified with understudies, teachers, and clinical conditions. In clinical conditions, specialists and attendants demonstrate more regard for clinical understudies than different understudies of wellbeing sciences including nursing understudies and this prompts negative disposition of different understudies. Because nurses play a crucial role in health care services, they should obtain much-needed preparation in the clinical fields through adequate & efficient education. Clinical instruction is considering a professional nursing education center Aim: Developing strategies for overcoming challenges facing nursing clinical teaching throughout 1- Developing a tool for assessing challenges facing nursing clinical teaching at Zagazig University 2- Validate tool. 3- Assessment of the challenges facing nursing clinical teaching at Zagazig University 4- Developing strategies to overcome the determined challenges 5- Validate the proposed strategies Research design: Descriptive and methodological designs Settings: Nursing faculty, Zagazig University, in Asharqia, Egypt Subjects: A convenience sample including the clinical instructors (77) at the faculty of nursing at Zagazig University and A stratified proportionate random sample (330) from different nursing student’s levels Study tools: Three tools were utilized for data collection, including challenges assessment questionnaire and two experts' opinionnaires format Results: The most frequent challenges facing nursing’s clinical teaching are: the clinical instructor was not concerned with the issues that students raised (92.2), the variance between faculty goals for students and clinical site goals (87), students didn't have the required clinical skills in the clinical setting (85.2), and, the clinical instructors enforce students for involvement in practice (82.1), readiness for clinical training is not enough (79.7), and availability of patients' files to collect required data for their training (79.4) Conclusion and Recommendations The questionnaire of assessing nursing clinical teaching challenges is reliable, valid and usable. The strategies for overcoming nursing clinical teaching challenges was developed and validated. The suggested strategies for overcoming nursing clinical teaching challenges should be used at the Faculty of Nursing, Zagazig University. Faculty of Nursing, Zagazig University should constitute a committee for revision follow up of the application of these mentioned strategies. Faculty of nursing, Zagazig University should design and implement training programs about the recommended strategies for overcoming nursing clinical teaching challenges